A new student has incomplete records
Use an initial profile and a short evidence-gathering plan; review after the first weeks.
Use this route →A route for heads of EAL and department leads
Build a coherent EAL provision cycle
Connect admissions, assessment, teaching, family communication and placement decisions. Use this route to turn learner information into a focused plan, then review the support with students, families and teachers.
A practical pathway
Four steps you can use straight away
Follow the sequence or enter at the point that matches your current work. Each step connects to a resource already on the site and ends with a useful next action.
Build a useful learner profile
Bring together admissions information, language assessment, previous schooling, learner voice and classroom evidence. Record strengths, access needs and questions to check over time.
Review data and progression →Leave with: Create a current profile with clear evidence, gaps and a review date.
Target the support to real study demands
Connect skill-specific evidence to the language demands of upcoming subjects. Agree a small number of goals, a named support plan and who will contribute evidence.
Map subject language demands →Leave with: Set a specific study plan that subject teachers and the learner can use.
Use evidence for progression decisions
Compare samples over time, note the support used and discuss uncertain cases with the student and relevant teachers. Make placement or exit decisions gradual, reversible and tied to agreed criteria.
Review assessment and grey areas →Leave with: Document the decision, rationale, safeguards and next review point.
Make the plan understandable and shared
Give families clear, translatable progress updates. Develop staff confidence through modelling, co-planning and short cycles of follow-up.
Support family communication →Leave with: Share one practical next step with the student, family and teaching team.
Choose by need
If you are dealing with…
A student is ready for reduced support
Use multiple samples, subject-teacher input and a staged review with a clear return-to-support route.
Use this route →Staff need practical EAL development
Choose a short workshop linked to an upcoming unit and follow it into classroom practice.
Use this route →Track a practical learning route
Choose a short pathway with activities, professional learning and saved progress.
Open learning pathways →